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Kids go to school and college and get through, but they don't seem to really care about using their minds. School doesn't have the kind of long term positive impact that it should.
Howard Gardner
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Howard Gardner
Age: 81
Born: 1943
Born: July 11
Psychologist
University Teacher
Scranton
Pennsylvania
Howard Earl Gardner
School
Impact
Seems
Minds
Care
Positive
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College
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Mind
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More quotes by Howard Gardner
I’d rather see the United States as a beacon of Good Work and Good Citizenship, rather than as #1 on some international educational measurement.
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Anything that is worth teaching can be presented in many different ways. These multiple ways can make use of our multiple intelligences.
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The ability to solve problems or to create products that are valued within one or more cultural settings.
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Creativity begins with an affinity for something. It's like falling in love.
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I don't think that it is necessary to rethink curricular goals. But it is certainly worth thinking about whether these goals can be reached in multiple ways.
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It's not how smart you are that matters, what really counts is how you are smart.
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Fundamentalism is a kind of decision not to change your mind about something...Many of us are fundamentalists...because it worked pretty well for us.
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One must exploit the asynchronies that have befallen one, link them to a promising issue or domain, reframe frustrations as opportunities, and, above all, persevere.
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An intelligence is the biological and psychological potential to analyze information in specific ways, in order to solve problems or to create products that are valued in a culture.
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While I’ve worked on many topics and written many books, I have not abandoned my interest in multiple intelligences.
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In the United States these days, 'diversity' is a big word and a buzzword.
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Teachers must be encouraged - I almost said 'freed', to pursue an education that strives for depth of understanding.
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All human beings have all of the intelligences. But we differ, for both genetic and experiential reasons, in our profile of intelligences at any moment.
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Knowledge is not the same as morality, but we need to understand if we are to avoid past mistakes and move in productive directions. An important part of that understanding is knowing who we are and what we can do... Ultimately, we must synthesize our understandings for ourselves.
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'Til 1983, I wrote primarily for other psychologists and expected that they would be the principal audience for my book.
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I think that any important educational goal can be realized via several routes.
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There is no single truth, but each of the scholarly disciplines has methods which lead one ever closer to the truth.
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Beauty reveals itself in the course of an experience with an object.
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I believe that the brain has evolved over millions of years to be responsive to different kinds of content in the world. Language content, musical content, spatial content, numerical content, etc.
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Education is at a turning point
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